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JET (Journal of English Teaching) Adi Buana
Published by Universitas PGRI Adi Buana Surabaya
ISSN : 25022121     EISSN : 26144050     DOI : -
Core Subject : Education,
Education
Journal of English Teaching Adi Buana (JET Adi Buana) is firstly published on April 2016 and published twice a year on April and October. The aim of this journal is to accommodate the professional researchers of English teaching who attend to publish their works. It offers articles of current research on English teaching and also contributes to the professional development of its readers around the world by offering articles that reflect theory and practice in English language teaching.
Arjuna Subject : -
Articles 216 Documents
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An Analysis of Authentic Assessment in English Textbook “Stop Bullying Now” Used for the Eleventh Grade Students of Senior High School Ridwan Ridwan; Sri Wahyuningsih; Winarno Winarno
JET ADI BUANA Vol 6 No 02 (2021): Volume 6 Number 02 October 2021
Publisher : Universitas PGRI Adi Buana Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36456/jet.v6.n02.2021.4504

Abstract

The objectives of the present research were to describe the characteristics of authentic assessment used in the English Textbook “Stop Bullying Now” and to find out the characteristics of the most dominant authentic assessment applied in the book “Stop Bullying Now” used for the eleventh grade students of senior high school. This research was a library research using a qualitative descriptive approach. The data which were obtained from document analysis were analyzed using concurrent activity flows from (Miles et al, 2014). The results of this research showed that the textbook had applied authentic assessments to all English skills: listening, speaking, reading, and writing. However, among the four skills, listening was the skill with the least activity. The textbook applied eight out of nine characteristics (realistic activity or context, cognitively complex, performance-based, formative assessment, collaborative, defense is required, multiple indicators or portfolio, and mastery expectation). The textbook did not apply the criteria known by students because it did not illustrate how teacher assessed students’ work. The most dominant criteria used in this textbook was realistic activity or context. This textbook also took a lot of materials related to the real-life of students.
A Case Study of the Use of Wikipedia among English Department Students of Andalas University Hanafi Hanafi; Dian Rianita
JET ADI BUANA Vol 6 No 02 (2021): Volume 6 Number 02 October 2021
Publisher : Universitas PGRI Adi Buana Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36456/jet.v6.n02.2021.4506

Abstract

This article reports an investigation of university students’ use of online Wikipedia site in writing their assignment or research report. Data were collected through a survey questionnaire and interview. First of all, a survey questionnaire was distributed among the learners (n=70) identifying their computer and internet literacy, frequency, strategy, and future orientation of using Wikipedia for their writing assignments or essays. Then, interviews with some lecturers (N=8) revealed teachers’ lack of awareness and agreement of Wikipedia in academic writing, partially due to the absence of Departmental policy. As the results, despite being already informed of the encyclopedia’s academic unreliability, Indonesian EFL informants in this study were proven to be familiar with computer and capable of using internet and incorporating Wikipedia materials when writing their essays at Andalas University. The data also indicated that students had improved their techniques of using the Wikipedia from copying-and-pasting to editing and paraphrasing. Half of them did not cross check Wikipedia article’s citations and references. Therefore, students’ awareness of the ease of Wikipedia may have encouraged them to consciously plagiarize in addition to the absence of their lecturers’ awareness upon this issue.
Exploring the Typology, Teachers’ Perceptions, and Challenges of EMI Implementation at a Private Primary School Saufika Handayani; Sri Setyarini; Aji Budi Rinekso
JET ADI BUANA Vol 7 No 01 (2022): Volume 7 Number 01 April 2022
Publisher : Universitas PGRI Adi Buana Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36456/jet.v7.n01.2022.4544

Abstract

The trend of implementing EMI is getting raised across countries including Indonesia. Yet, the majority of previous studies merely focused on exploring EMI practices in tertiary education rather than primary-secondary education. Thus, this study is intended to uncover the implementation of EMI in a private primary school by focusing on three main issues: typology, teachers’ perceptions, and challenges. Qualitative approach featured with semi open-ended questionnaire and semi structured interview were applied in this study. The results reported the kind of EMI implemented in the school. Also, teachers’ perceptions and challenges of implementing EMI, and pedagogical implication are discussed in this study.
Establishing Cognitive Strategies to Support Online English Language Learners’ Critical Thinking Rizky Prasetya
JET ADI BUANA Vol 7 No 01 (2022): Volume 7 Number 01 April 2022
Publisher : Universitas PGRI Adi Buana Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36456/jet.v7.n01.2022.4938

Abstract

 Shifting to online-based teaching and learning has become the most obvious way to increase pedagogy sustainability in nations with the current implementation of an online learning environment. Research has shown that online learning and teaching in English language subjects influence the cognitive strategy environment. This research aims to determine and explore the cognitive strategy implemented in the online learning environment to support the critical thinking of English language learners. This study is a quantitative descriptive study accomplished online utilising survey methodologies. The sample selection method is simple random sampling. Primary data was collected in this study by distributing questionnaires to 115 respondents via the internet. Data was gathered via the completion of questions provided to all respondents in the survey. In addition, the data were evaluated in order to be characterised and described. The data analysis findings of English language lecturers’ surveys indicate that the cognitive strategy used during the online teaching situation was prosperous and profligate. The cognitive strategies necessitated implementing the online English language learners’ critical thinking included procedural, metacognitive, conceptual, and strategic. This research establishes that the cognitive strategy implementation of online learning is commonly advantageous during remote teaching. The survey indicated that just 73% of English lecturers considered cognitive strategy online platforms as beneficial as traditional meetings for supporting critical thinking. Positive responses were obtained from the questionnaire. In addition, the statement is relevant to their experience and background in online teaching, which indicates a good attitude toward the cognitive strategy that works well in their online learning mechanism. The research suggests that online pedagogy and English lecturers’ must be developed to pave the way for a potential future authentic online strategy. The research may illustrate the difficulties associated with online education and potential areas for improvement..
Using WhatsApp to Increase Students’ Ability in English: Teacher’s Creativity Sholihatul Hamidah Daulay; Emeliya Sukma Dara Damanik; Kiflaini
JET ADI BUANA Vol 7 No 01 (2022): Volume 7 Number 01 April 2022
Publisher : Universitas PGRI Adi Buana Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36456/jet.v7.n01.2022.5318

Abstract

During the Covid-19 pandemic, it is necessary for every educational institution to carry out online learning at home. To increase student achievement, the creativity of teachers in the online learning process is needed, especially in the use of the WhatsApp application. Teacher creativity is the competence possessed by teachers in teaching not only mastering the material, but a teacher must also be able to be innovative, creative and combine in the use of media, methods, strategies and a comfortable and unsaturated learning atmosphere. The purpose of this study is to find out how teacher’s creativity in using WhatsApp to increase students' ability in English and to know the inhibiting and supporting factors for teacher's creativity to increase students' Ability in English at grade 8-1 of MTs Parmiyatu Wassa'adah. The place of this research is at Madrasah Tsanawiyah Swasta Parmiyatu Wassa'adah. The data collected by the researcher are information that is in line and connected with the formulation of the research problem.  There are two sources of data obtained, namely primary data sources and secondary data sources. As for the details of the results of the study 1) the authors found that teachers in the field of English studies tried to be as creative as possible in every subject matter taught to improve students' English skills, this was proven by the use of all the features on the WhatsApp application. The features used are Voice notes, Audio/video calls, Text message, WhatsApp status, striker, Gif, photo and video. Each application used is adjusted to the needs of the subject matter. 2) The inhibiting faced by teachers in the field of English studies during learning using the WhatsApp application were caused by two factors, namely internal factors and external factors. 3) Supporting factors to overcome the barriers to creativity of English teachers in using WhatsApp through research, the authors found several supporting factors including providing sanctions, using audio features, video calls and documents, using WhatsApp features, registering students to get free quotas, tolerance, and establish communication with the families of students
Novel Writer’s Voice in Critical Annotated Bibliography Laily Maulida Septiana Harti Harti; Ayunita Leliana; Silvy Chintia Adelia Adelia
JET ADI BUANA Vol 7 No 01 (2022): Volume 7 Number 01 April 2022
Publisher : Universitas PGRI Adi Buana Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36456/jet.v7.n01.2022.5426

Abstract

Undergraduate students are required to think critically and put it into their writings and research. However, it is challenging for the students to do so, since they might encounter plagiarism issues, as they try to make use of their own voice. This study, carrying out a research and development design with a research subject of 77 students who programmed the Reading for Research course, aimed to produce educational products in the form of learning materials that can help them during their critical annotated bibliography composition. Data were collected in three stages using interview guidelines and inquiry journals in the preliminary research stage, observation sheet of validation form in the model development stage, and observation sheet in the form of field notes in the model trial stage. In the preliminary field testing of the use of the tutorials in the learning materials for Reading for Research class, it is found that writing Critical Annotated Bibliography while still including their voices as writers became easier for students. This is because the instructions used in the teaching materials that the writing team compiled are very explicit, so students can easily follow and execute the instructions in writing.
A Naturalistic Study Design of the Warm-Up Prompt and Online Planning Effect on Fluency in Informal Dialogues Hanafi Hanafi
JET ADI BUANA Vol 7 No 01 (2022): Volume 7 Number 01 April 2022
Publisher : Universitas PGRI Adi Buana Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36456/jet.v7.n01.2022.5429

Abstract

As many studies on pre-task planning and a few on online planning were designed in experimental settings, this research article offers a naturalistic model for investigating the effect of warm-up prompt and online planning effect on fluency in informal dialogues. Among Skehan’s (1996) three parameters of oral language performance, the researcher focused only on measuring the fluency of two male Indonesian learners of English as a Second Language. The participants were also explicitly prepared for the topic through preconditioning information and warm-up prompts. They were also implicitly allowed to have ‘rapid planning’ (Ochs, 1979) or online planning strategy in response to the questions. Their entire informal conversations were audio-taped, transcribed, and analyzed according to Ellis and Barkhuizen’s (2005) scheme of measuring spoken language. The result shows that participants of different proficiencies committed errors of fluency by choice as their online planning strategy. However, the high proficient learner produced fewer errors that the low proficient learner did. They both used the errors for making rapid / online planning to buy time but for two different purposes. The high proficient speaker planned for strategic purposes and formulating a better answer while the low proficient speaker planned mostly for overcoming shortage of vocabularies. The errors were also found to be used in combined format thereby giving the full time-buying benefit for the speakers in their online planning mode.
Questioning Strategy Used by EFL Teacher in Teaching Descriptive Text at State Junior High School Siti Frastiwi; Yuliyanto Sabat; Siti Aisyah
JET ADI BUANA Vol 7 No 01 (2022): Volume 7 Number 01 April 2022
Publisher : Universitas PGRI Adi Buana Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36456/jet.v7.n01.2022.5434

Abstract

Specifically, the purpose of this study to determine what types of questions teachers ask when they are teaching descriptive text. A single-case study was conducted for the purpose of this analysis. SMPN 1 Wonoayu's class VIII-I, which had ten students and one EFL instructor, participated in this study. Observation and interview were the instruments used in this study. Analysis of instructor use questioning strategy in descriptive text on classroom teaching and learning process; analysis of teacher interview statements; and analysis of student interview statements comprised three sections of the findings. An important goal was to get a better understanding of how teachers approach teaching descriptive literature, why they choose this kind of inquiry, and how students respond to the questions they are asked. It was designed to help students remember what they had learned in the previous session, and to get the class started off on the right foot. Lecture-based questioning was utilized to keep students engaged and ensure they understood what was being spoken. In order to assist students to develop their ideas, only thinking-based questions were utilized in this course. Lecture-based questions were utilized in the classroom to keep students engaged and to ensure that they understood the material. That the teacher used questioning strategies because she thought that talking with her students would make it easier to teach descriptive text, and that the students thought the teacher was good at using questioning in the classroom can be found out.
English Diphthong Pronunciation Problems Encountered by the Fourth Semester Students of English Language Education Program at Qomaruddin University alimin alimin
JET ADI BUANA Vol 7 No 01 (2022): Volume 7 Number 01 April 2022
Publisher : Universitas PGRI Adi Buana Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36456/jet.v7.n01.2022.5436

Abstract

Pronunciation is the production of speech sounds for communication. Many Indonesian students found difficulties in pronouncing English words correctly. This study aims at investigating the students’ pronunciation of English diphthong of the fourth semester students of English Language Education Program at Qomaruddin University. A descriptive qualitative design is applied in this study. 31 respondents are the main source in collecting the data. To collect the data, two instruments used. They are test and interview. The respondents are asked to read a certain text and read some vocabulary while the writer is examining them once. As the result, the writer found 512 errors in reading text. The most source of errors was in pronouncing English diphthong /əʊ/ 207 errors or 40,43%. There were 221 errors in reading vocabularies. The most source of errors was in pronouncing English diphthong /eɪ/90 errors or 40,72%. This study also found the substitution, insertion and omission as the error types of pronunciation. In reading text was found 329 errors or 64,76% of substitution, and 160 errors or 31.50% of omission. Meanwhile, in reading vocabularies there were 111 errors or 51,39%  of substitution and 104 errors or 48,15% of omission. However, the result of the interview had found difficulties in pronouncing English diphthong such as difficulties to memorize diphthong sounds and influenced of their mother tongue. Meanwhile, as the students, the most important thing is to know about knowledge and practice. It means that they have to know the phonetic transcription and practice more and more to have good pronunciation.
A Political Linguistic Investigation of Illocutionary Forces In Theresa May’s Speech on Brexit Triana Mey Linda; Fajar Susanto
JET ADI BUANA Vol 7 No 01 (2022): Volume 7 Number 01 April 2022
Publisher : Universitas PGRI Adi Buana Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36456/jet.v7.n01.2022.5489

Abstract

The purpose of this research is to investigate the illocutionary force uttered by Theresa May which focuses on political aspects in the context of Brexit and how the illocutionary force is responded by people.  In conducting this research, qualitative research was used to describe two kinds of data: utterances containing illocutionary force in Theresa May’s speech on Brexit and responses to those illocutionary forces. The results of the research based on Theresa May’s speech on political aspects of Brexit are emphasized on the international relationship, law and regulation, geographical border, and government. The responses based on the illocutionary forces uttered by Theresa May in her speech on Brexit were to persuade British people that Brexit was right to do. Aside from that, it was used to relieve British’s fear towards Brexit. Those illocutionary forces were well inferred by the responders because the writer found the relevance between the illocutionary forces and its responses.

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